A View Specific to Turkish-Iranian to the Role of the Structural Factors in Teaching Turkish as a Foreign Language

As it is known, every language has been in relationships with other neighbor languages in various traits. Language relations have been seen as a result of the interaction between cultures and societies. It is very natural that there is a variety of assimilations in the language of interacted societies because of especially commercial, religious, cultural, and religious reasons. That shows that a society conveys not only information, but also its language with various traits. Turkish has also been in interactions with many communities and naturally many languages throughout history. The interaction has emerged in both active and inactive way for Turkish. Language relationships have generally been considered as word transactions. It is the fact that the languages influence each other in sound, style, syntax, and semantic levels other than the word transaction. Especially the influences in the syntax level have been regarded the last point to reach. It shows that the language copying the syntax develops in the effect of the target language it copies. Iranian’s languages, one of the oldest neighbors of Turkish, are one of the languages with which Turkish has been in relationship for ages. Even though Iranian languages are considered to be a branch of Indo-European, they are different from this language group in terms of the syntax. Depending on Turkish general syntax, the sequence “SUBJECT + OBJECTS + PREDICATE” is one of the features which approach Iranian languages to Turkish. Certain the existence of allophonic, stylistic and lexical analogy except syntax is the elements that approximate these languages each other. It has been accepted that applying an appropriate teaching method for the need of the learner mass in teaching foreigners Turkish is a factor that expedites the learning process. In this context, the contributions of the language(s) property the learner obtains and gains sufficiency to the learning target language should be determined. In the report, the effects of the language relationships on the learning process has been tried to be evaluated in the context of the sentence structure forming one of the structural factors in Turk-Iran language relationships. Some determinations are done about the factors mentioned within the study on Iranian Language learners